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dc.contributor.authorHardman, Ashley
dc.date.accessioned2010-10-25T19:37:11Z
dc.date.available2010-10-25T19:37:11Z
dc.date.issued2010-10-25
dc.identifier.urihttp://hdl.handle.net/10464/3034
dc.description.abstractMovement education and adapted physical activity are content areas not addressed in pre-service education or in-service training for Ontario practitioners working with individuals with disabilities in physical environments. Consequently, physical activity is often overlooked by service providers in programming and intervention for exceptional young learners. A formative evaluation, multiple-case study design was employed in this research in which a purposeful sample of expert practitioners performed a guided, descriptive evaluation of a three-day professional development workshop curriculum designed to supplement these areas lacking in professional preparation within their respective cohorts. Case-by-case and comparative analyses illustrated the inherent assumptions and societal constraints which prioritize the structure of professional development within the education system and other government organizations providing services for school-aged persons with disabilities in Ontario. Findings, discussed from a critical postmodern perspective, illustrate the paradoxical nature of Western values and prevailing mind/body dichotomy that guide professional practice in these fields.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectMovement education -- Curriculaen_US
dc.subjectPhysical education for children with disabilitiesen_US
dc.titleEvaluation of a professional development curriculum in movement education and adapted physical activity for invisible disabilities : a critical cross-case analysisen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Applied Health Studiesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentApplied Health Sciences Programen_US
dc.degree.disciplineFaculty of Applied Health Sciencesen_US


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